I.H. CONCEPTS

1. Operational Concept.

a. Afloat Systems. The GCCS-M Tactical LAN operates in support of Condition I and Condition III watchstations in the ship’s normal C2 spaces (e.g., Combat Information Center (CIC), Aircraft Carrier Intelligence Center (CVIC), Tactical Flag Command Center (TFCC), Supplementary Plot (SUPPLOT), Pilot House/Navigation Bridge, etc.). The number of functional operators per watch depends on the variant and equipment installed. CTAPS is utilized during contingency operations or exercises when the need to stand up a JFACC (Afloat) exists. Ship’s company and embarked staff personnel will form an initial cadre of CTAPS operators and system administrators that is augmented by a fly-away JFACC (Afloat) Augmentation Team.

b. Fixed Shore-based Systems. GCCS-M fixed shore-based systems (GCCS-M Ashore, MLS/OED, & TSC) operates on a 24-hour, 7-day-per-week schedule. The workload is divided between the watch, is headed by a Watch Officer, and has a day staff of supporting analysts.

c. Mobile Systems. The Mobile Operations Control Center (MOCC) has a permanent cadre capable of deploying with the unit, setting it up and operating the system for short to moderate periods of time (1-6 months).  MAST and MICFAC systems deploy with a basic team of technicians and installers.  An augmentation team of operators is needed to provide sufficient manning for sustained operation.

2. Maintenance Concept. The GCCS-M maintenance concept focuses on providing system-level solutions to the end users of all GCCS-M variants. GCCS-M users must be fully prepared to operate C4I systems, and those systems must be reliable and maintainable. GCCS-M is committed to providing this support and using all available resources, including commercial "models" and products in the development of the logistics concept. "Leading-edge" logistics combines the use of commercial and traditional support methodologies in providing logistics solutions for COTS communications systems.

The CNO-approved maintenance concept for GCCS-M uses two levels of maintenance: Organizational Level (O-Level) and Depot Level (D-Level).   Consistent with the acquisition of COTS products to meet GCCS-M objectives, GCCS-M maintenance employs a combination of commercial and traditional support methodologies. Maintenance at both O-Level and D-Level is facilitated by 24-hour per day technical support; interim supply support and hardware repairs under manufacturer’s warranty; hardware redundancy; single point of contact solution provider through the In-Service Engineering Activity (ISEA); on-board repair parts through the use of Battle Group Pack-Up Kits (BGPUKs) and Country Kits; and traditional support methods.

a. Organizational. O-level maintenance consists of essential maintenance that must be accomplished at the GCCS-M site with available resources. GCCS-M O-level maintenance consists of both scheduled maintenance and unscheduled maintenance. Scheduled maintenance is performed on a regular schedule in accordance with the established Planned Maintenance System (PMS). Preventive maintenance tasks include system operational checks and measurements; performance and confidence tests; cleaning and inspection of cabinets and air filters; cleaning and lubrication of chassis slide rails; and inspection of cables, connectors, and other components. Unscheduled maintenance includes fault isolation and troubleshooting using system-level diagnostics and individual equipment Built-In Test (BIT) to the Lowest Replaceable Unit (LRU); removal and replacement of defective LRUs (e.g., circuit card assemblies, modules, power supplies, etc.); and removal and replacement of chassis-mounted piece-parts (e.g., fuses, bulbs, switches, etc.).

(1). Corrective Maintenance Under Warranty Services. The manufacturer’s warranty is the primary mechanism for performing corrective maintenance and obtaining repair parts support. There are several warranties in force within GCCS-M including warranties from Digital Equipment Corporation, Hewlett Packard, EDS/Micronics and SYSOREX. The Program Office generally procures servers and PCs (not including TAC-3/4s) with three-year warranties. The warranty period is considered to be an interim support period, during which, repairs to equipment, including parts, are performed by the manufacturer at no charge.

b. Intermediate. Intermediate level maintenance is not presently required.

c. Depot. Depot Level (D-Level) maintenance requires skills and abilities beyond the organizational level and is currently performed by SPAWARSYSCEN-Charleston, the GCCS-M ISEA. The ISEA performs installations and de-installations of all GCCS-M configurations. D-level maintenance is performed at designated sites such as the facilities of OEM or at the ISEA D-Level maintenance is performed on parts (lru's), assemblies, sub-assemblies, and end items requiring repair, rework, restoration or complete rebuilding. This includes the modification, modernization, testing, condemnation and reclamation of parts that are beyond economical repair. D-level maintenance includes fault isolation of assemblies/sub-assemblies to the component level, removal/replacement of faulty components, and verification testing to ensure proper performance.

d. OED maintenance. At Ocean Surveillance Information system (OSIS) Baseline Upgrade (OBU) Evolutionary Development (OED) sites contractor maintenance support services currently provide maintenance technicians for O- and D- level maintenance. This will continue as long as OBU unique hardware is installed. Once issues of multi-level security are resolved and GCCS-M standard hardware and software products replace the program unique systems, a Navy organic maintenance capability will be put in place at OBU sites.

e. System Advisors. Battle Group System Advisors (BGSAs) / Squadron Group System Advisors (SGSAs) provide technical assistance at command and staff levels.

f. Interim Maintenance Plan. The interim maintenance plan is based upon manufacturer warranties.

g. Life Cycle Maintenance. GCCS-M life cycle maintenance focuses on providing reliable and maintainable system-level solutions to the end users of all variants. The SPAWAR Program Office provides this support by using all available resources, including commercial "models" and products in the development of the Leading-edge logistics concept. The GCCS-M right sourcing concept selects the most advantageous way to accomplish a function. For logistics, this includes software development, maintenance and training functions performed by industry. While these actions may be accomplished using more traditional Navy support structures, the Program Office solicits alternative proposals from industry to perform these same services. Total system life-cycle supportability is planned and implemented during system deployment. Life cycle logistics and maintenance support will be supplemented by on-line real-time direct access to a one-stop virtual system solution provider. A web-based logistics channel will provide support integration, data collection and evaluation resources to improve life-cycle maintenance decisions.

3. Manning Concept.

a. Specific manpower requirements are discussed in Section II. A Navy Manpower Analysis Center (NAVMAC) analysis of shipboard manning requirements for GCCS-M was performed and reported in Training Planning Process Methodology (TRPPM) format as a precursor analysis of manpower requirements. GCCS-M is in a period of transition as it assumes the maritime variant structure of GCCS. As that transition is finalized, minor adjustments in manpower requirements, especially at shore sites including command centers, may be expected. The general manning concept is discussed further as follows.

b. The workload associated with GCCS-M falls into four categories rather than the three traditional categories normally associated with military equipment/systems/subsystems. These four categories are:

(1). Watch Officers --- officer and senior enlisted personnel who supervise and manage the watch stations;

(2). Operators --- those personnel who use GCCS-M as a tool to accomplish tactical and tactical support tasks to accomplish the unit's mission;

(3). System Administrators --- those personnel who operate the GCCS-M LANs, assist functional operators with network/software-related problems, and perform system administration and database administration duties; and

(4). Maintenance Technicians --- those personnel who maintain and repair the GCCS-M hardware.

c. Job tasks for GCCS-M Operators primarily fall within the OS, IS, or QM occupational specialty depending on whether they are operational, intelligence or navigational in nature. Other operator occupational specialties include: RM, EW, AW, FT, FC, ET, CT, and designated USMC personnel.

d. Job tasks for GCCS-M System Administrators fall within the RM occupational specialty. Due to the advanced technical nature of the System Administrator for a UNIX based LAN no other source ratings for GCCS-M System Administrator NECs are considered appropriate. The one exception to this is aboard submarines where the senior FTs function as the System Administrator.

e. Job tasks for GCCS-M Maintenance Technicians fall within the ET occupational specialty. Other maintenance include: FC, FT, and CTM.

4. Training Concept. Today’s rapid technology "refresh rate" mandates a reconsideration of the way we train our people. In the past, Navy C4I programs have tried to meet the challenge of a rapid technology "refresh rate" by using commercially developed training or contractor instruction in a traditional classroom environment. For the most part, this concept meets most Fleet requirements but is expensive.

Additionally, the expertise of individual contractors is inconsistent and cannot be guaranteed and the level of training "success" has been difficult to measure by Fleet commanders.

The GCCS-M program recognizes that it must provide training within a new workplace "culture" that influences today’s learner and should drive the manner in which they are trained. Young people today are increasingly accustomed to high quality, full motion, multimedia enhancements in education due to their experience with television and computer games/applications. They are not timid in venturing into the virtual world. They learn GUI-based computer applications by sitting in front of the computer. They are more comfortable with computer displays than previous generations. Most experts say that today’s students will not take the time to read large user manuals and are more comfortable with computer operations than students even five years ago.

The "right-sized" workforce of today has less time available for traditional classroom pipelines. Studies also indicate that learners retain only a tiny percentage of the topics taught to them in long pipelines. A traditional multi-week school followed by weeks of travel, relocation, and emphasis on other military duties robs students of the continuity of use that guarantees retention. Although some foundational classroom training for GCCS-M must always be a portion of the broad GCCS-M training strategy, efficiency in naval manning demands that personnel must be assigned to productive operational billets as rapidly as possible. For top efficiency, students must be almost continually immersed within the operating environment of their equipment. They must train on the machine they will use to do their job and training tools must available at students’ watchstations.

The GCCS-M Training Concept also recognizes that once "trained", a Sailor must be kept up-to-date continuously in a cost and time efficient manner to maintain top proficiency. GCCS-M is looking to technology to provide new cost-effective tools to keep proficiency up-to-date that could involve "push" technology to pass training and familiarization information directly to the watchstander over commercial internet links. Internet links also will allow GCCS-M to make better use of its training experts in the training community by allowing them to extend their "reach" to more fleet operators through the use of "chat rooms", e-mail, and help/training desks. Traditionally, the Navy has used its experts in the classroom or in FTG / ATG training environments where the expert-to-student ratio might range from 1:1 to 1:20. By utilizing technology tools, expert-to-student ratios can increase a hundredfold.

a. GCCS-M Integrated Four-phase Training Architecture. The GCCS-M Training Architecture is an integrated 4-phase concept involving classroom instruction, on-site certification, "performance support" and continuous information updating to the student. Each portion of the Architecture supports the others. The Architecture also encompasses four associated elements: improved metrics, team training, wide C4I applicability and increased impact of "experts" in the field.

Figure I-9 GCCS-M Training Architecture

GCCS-M
Training Architecture

(1). Classroom Training. The foundation of GCCS-M training is that provided by formal classroom instruction as GCCS-M operators, system administrators and maintenance men move from apprentice to journeyman to master level of qualification. But as GCCS-M and Navy C4I evolve over time, utilizing ever more advanced technology and ever quickening cycles of product delivery and software/hardware enhancements, the traditional role of the classroom will change. Over time, the GCCS-M classroom will rescope to teach C4ISR/IT principles in a multi-level progression that spans the entire career of Navy C4I/SR professionals that include: Fundamentals training (B0), Apprentice Training (B1), Journeyman Training (B2) and Master Training (B3). Career training will include "A" schools, "C" schools, other NEC producing training, officer training pipelines, and other training that provides continual development of C4ISR/IT proficiencies.

C4I is evolving so rapidly that it is outpacing the ability of traditional classroom training paradigms to meet requirements. GCCS-M operators can use modern communications to receive training support techniques that enhance traditional on-the-job training methods to achieve and maintain currency with GCCS-M upgrades without lengthy and expensive classroom training that is disruptive to shipboard routine. The GCCS-M Training Concept will reduce the amount of time that C4I students spend in the traditional classroom environment, increasing the time available for directed on-the-job training.

(2). Immediate On-site Task Training. Recognizing that knowledge of computer applications decays rapidly with time, the GCCS-M Training Concept builds from the foundation that detailed training of watch station applications and functions is ideally accomplished at the watch station or work site. Over time, detailed training of GCCS-M tasks will migrate from the schoolhouse environment to on-site locations onboard ship and in the field. The  GCCS-M Training Concept will place the GCCS-M student in a self-paced Just-in-Time learning environment similar to that used by students who learn computer applications at home or in industry. To support this training, the GCCS-M program will design and provide on-site, computer-based task training modules that builds from basic classroom instruction and prepares the learner to use embedded performance support tools. By tightly coupling "learning" to "doing" (the apprenticeship or natural learning model), this manner of training will break learning into clearly defined "work tasks" and will inject greater opportunity for students to discover things on their own and teach themselves. This greatly enhances the learning process.

This task-based emphasis on watchstander training requires a more aggressive training support regime, as personnel may be "under training" while assigned to operational duties. The methodology that will be used in this approach to training will be founded on not teaching all students all the "bells and whistles" involved in a typical application (as has been the basic thrust of Navy instruction in the past). Studies show that average users of sophisticated computer programs in industry routinely use only about 20% of the enhancements available to them. GCCS-M watchstation training will concentrate instruction and certification on the 20% the user needs to perform assigned duties. Distance learning assistance will be provided to augment computer-assisted training through the use of computer links to "experts" (e-mail, internet, "chat" rooms, etc). Additionally, students will be required to qualify on the specific GCCS-M software application appropriate for their watch station when they first report to their duty station and will require attainment of formal certification on the watch station before formally standing watch. This will provide a clear goal for the learner and will maintain clearly measurable standards. Further, by requiring certification (before NEC award or watch station qualification) the command is motivated to assist the Sailor to rapidly become a productive watch stander.

(3). Performance Support. The philosophy of on-site task training will not deliver the most effective product possible without the provision of performance support tools available to the watch stander at their watch station. The GCCS-M Training Concept mandates that not only will on-site performance tools ("learning assistance modes", "wizards", electronic cue cards, checklists, "on-line office assistant", process maps, tips, etc) be designed and provided to the student but that an electronic infrastructure will be provided that enables the student to access knowledge assets and information tools to achieve required levels of performance in the fastest time. Collectively these GCCS-M performance support tools will provide on-demand, just-in-time resources, will provide "help desk" connectivity to subject matter experts (SMEs) located at a central facility (like a schoolhouse) and will orient assistance toward "What is it that you want to do?"

(4). Follow-on Continuous Updating. To extend the effectiveness of on-site task training and performance support, the GCCS-M Training Concept also provides means to keep students up-to-date by continually connecting them to central training and support facilities. This will continuously "refresh" students’ training levels through a new training continuum, will provides a means for continuous "process improvement" and will continually provide training materials to students throughout their tour instead of during infrequent training upgrade periods. An ability to continuously update the watchstander also provides the additional benefit of informing him of recent lessons learned, changes in mission or the global situation, or changes in battle group policy or tactics that may be pertinent to his watch standing duties. An on-site commander thus has a rapid new embedded indoctrination and briefing capability at his disposal for use with C4I watch standers. The GCCS-M Program Office is investigating cost-effective means to deliver training updates to the Fleet through the use of "push" technology on the Internet such as Point Cast or Fleet Cast.

b. Associated Elements of the GCCS-M Training Architecture.

(1). Improved Metrics. Development of an improved series of metrics appropriate for constant evaluation of competence by the ship/field site commander is a must when fielding a new and enhanced training architecture. GCCS-M C4I metrics will be performance-based and focused on individual and team C4I proficiency. They will establish an automatic means for ship/field site computers to monitor individual student watch station certifications and track competencies and will be used to fine tune "Performance Support" and "Continuous Update" philosophies.

(2). Increased Impact of "Experts". The number of C4I "experts" who are available to assist the shipboard or unit C4I watch stander is always limited. A great many of these "experts" currently are assigned to the C4I training mission and occupy billets at the various C4I training sites around the country. Making the maximum use of these experts and extending their impact to as many fleet sailors as possible has been a goal of the GCCS-M Training Concept. As the schoolhouse mission evolves and as a greater proportion of GCCS-M training load is shouldered by computer-assisted on-site training, the C4I shore training infrastructure should be able to assume more "ownership" responsibility of training materials for ships/field sites, should be able to provide valued SME expertise for development of on-site training products and should be able to directly interface with the on-scene apprentice/journeyman/master students directly enhancing the learning experience through "call in" help desks, electronic chat rooms, or e-mail. In modern software applications, training and "tech support" are invariably linked. By involving shore-based experts in this Fleet support, the schoolhouse will provide improved life-cycle support of training products at the same time that they continue to support the Fleet sailor.

The evolution of the schoolhouse concept from "classroom" to Center of Excellence resides at the heart of the GCCS-M Training Concept. Rather than confining subject matter experts to classrooms, the use of web-based communication techniques makes the knowledge resident in the schoolhouse available to Fleet operators on a 24-hour basis, greatly increasing the impact of these "experts." The sense of ownership which has always marked the Naval Training system will be expanded, as instructors are given the ability to maintain contact with students as personnel advance through the Fleet. The key element of the GCCS-M Training Concept is constant contact with system experts at GCCS-M Centers of Excellence. An "aggressive assistance" approach by Training Support personnel ensures that Fleet personnel remain "in the loop" and allows the watchstander to train and operate concurrently.

(3). Widely Applicable to all C4I Programs. The GCCS-M program is only one of several key C4I programs that must provide a continuum of training to the Fleet C4I specialist, as such any training philosophy must act in harmony with the training intentions and visions of other compatible Navy C4I programs. The GCCS-M Training Concept has been specifically designed to provide this consistent framework for training delivery across all C4I programs so as to provide a consistent "feel and play" to the student. The GCCS-M Training Concept utilizes a single framework for training system development for all GCCS-M elements (Afloat, Ashore, Tactical/Mobile) and can integrate feedback from help desks, automatic data collection embedded in software, etc. to allow the collection of lessons learned that are applicable for all C4I training activities. The "Common Operating Picture" concept provides wide applicability for fundamental C4I training. Focusing upon the commonalties of GCCS-M allows the development of a single foundation course to provide the student with the "look, feel and play" of the system, which are then emphasized during the distance training phases.

(4). Team Training. Although GCCS-M watch stander proficiency and instruction is initially focused on individual competencies and watch standing qualifications, the training and evaluation of the entire C4I team is of paramount importance. The GCCS-M Training Concept will incorporate new Team Dimensional Training concepts in the evaluation of C4I training by outside teams. This fundamentally changes the delivery of training materials to gauge team performance in a combat or operational scenario and may require enhanced modeling and simulation to provide the most appropriate training environment. The Tactical/Mobile Group and some Afloat Training Groups are already experimenting with Team Dimensional Training evaluation techniques that should directly support the "Performance Support" and "Continuous Update" philosophies of C4I training.

c. C4ISR/IT Training Oversight Board. The C4ISR/IT Training Oversight Board provides broad Navy-wide training strategy for C4ISR/IT programs and network-centric operations. The Board is co-chaired by Chief of Naval Operations (OPNAV) directorates N6 and N7 and is made up of representatives from OPNAV N2, N6, N7, N8, Fleet commanders-in-Chief , CNET and SPAWAR. The C4ISR/IT Training Oversight Board will review training strategies for new equipment and will oversee the coordination of training objectives and policy. As such the C4ISR/IT Training Oversight Board will routinely review the GCCS-M Training Concept to better align cooperation between different Navy command and organizations.

d. Center of Excellence Concept. Several GCCS-M training sites will reorganize to operate under the "Center of Excellence Concept". A C4ISR/IT Center of Excellence has full-scale training support, afloat technical support and utilizes subject matter experts using a complete information technology architecture. Primary resources required to support the operational aims of the Centers of Excellence include funded implementation of distributive learning programs and delivery of BETA software. This incorporates training commands more fully into training product development and requirements identification.

The C4I Training Concept for GCCS-M also provides Subject Matter Expertise more directly and efficiently to the Fleet via "call in" help desks and electronic chat rooms. Schoolhouse mission includes support of new "ownership" responsibility for web-based and distant training materials "pushed" to the Fleet. As classroom instruction load decreases classroom instructors will manage more distance learning products. Schoolhouse and Training Centers of Excellence personnel and facilities will provide the subject matter expertise in the early development of training material.

e. Interim / Initial Training Processes. As the GCCS-M Training Concept evolves, certain interim measures are being utilized to augment fundamental classroom instruction of C4I operators, systems administrators and maintenance men. Within GCCS-M the time between new software or hardware introduction and broad fleet utilization is usually very short. Fleet introductions of GCCS-M hardware or software occur when any component is ready rather than the usual procedure of waiting until a significant number of changes have accumulated before deploying any of them. In many cases, there is insufficient time available when a new component is ready for deployment for the GCCS-M schoolhouse to revise their curricula and have trained students reach fleet units before the new components themselves. Although the provision of GCCS-M computer-assisted task training to the worksite and the use of performance support tools and continuous update of new information to the watch stander, as assisted by GCCS-M Centers of Excellence, will help mitigate this difficulty, in the time before these training systems can be fully fielded there must be provision for other training techniques. The GCCS-M program provides a comprehensive series of initial training services to units who are the first to receive GCCS-M hardware/software upgrades. This initial training is conducted on board by Mobile Training Teams (MTTs), CTTs, BGSAs, or SGSAs. Once the course material is modified and follow-on courses attain a RFT status, follow-on training at the schoolhouses takes over. Afloat Training Groups (ATG) may begin shipboard team training during the initial training period once ATG personnel have first attended the initial training offered by the GCCS-M Program Office or TSA.

f. GCCS-M Training Baselines. Training Baselines have been established by CNO N6 and N7 that outline training proficiency goals across an entire career for officers, enlisted rates and civilians. These Baselines detail expected training levels for Apprentices, Journeymen and Master level training and are detailed below:

(1) Apprentice, Journeyman and Master Level Training. Basic Copernicus C4I training strategy is to build a consortium of training resources that delivers a product of continual development of C4I skills Navy-wide, with targeted focus on deploying forces. This consortium must have common objectives, consensus with regards to application of training resources, and must provide career-wide opportunities for development of C4I proficiency. The concept of apprentice/journeyman/master (A/J/M) lends itself to meeting this wide spectrum of training needs across the navy. Each level of proficiency within A/J/M will require establishment of a baseline of knowledge and skill level. Experience in delivery of fleet C4I training has shown these baselines are best implemented through an integrated structure of off-site (primarily through CNET with augmentation from SYSCOM-provided resources), afloat training covering equipment-specific tailored training through full C4I architecture integration, and full-time post training support via centers of excellence. Development of this C4I training process requires:

(i). C4I Centers of Excellence for Atlantic and Pacific Fleets. C4I/IT Centers of Excellence provide the FLTCINC a facility that collocates full-scale training support, afloat technical support, and ISEA SME’s using a complete IT architecture. Centers of Excellence will provide support to Fleet-wide readiness by enabling rapid assimilation of new technologies into existing training structures, classroom COI development, afloat training evolutions, battle group exercise support, full-scale technical support of deploying forces, and emergent training support to navy (and DoD) personnel and organizations. The primary resources required to support the operational aims of the Centers of Excellence are fully funded implementation of FleetCast and delivery of beta releases/equipment prototypes. This provides the opportunity to develop training requirements for each system scheduled for fleet delivery while allowing training commands time to prepare for assuming training responsibility. This center also provides opportunities for personnel to develop career skills through sea/shore rotation.

(ii). Training Lifecycles for C4I Systems. Training lifecycles for C4I system must remain the responsibility of the sponsoring SYSCOM until training commands have established deliverable training. Each C4I system must have a turn-over date which clearly delineates training responsibility between SYSCOMs and CNET/Afloat training organizations.

(iii). Level of knowledge (LOK) baselines for each tier within A/J/M. Level of knowledge (LOK) baselines for each tier within A/J/M are listed in Table I-2 below to assist CNET's training development process. Skill set descriptions for each A/J/M baseline indicated:

Table I-2  Level of Knowledge Baselines

g. Follow-on and Classroom Training. GCCS-M classroom training spans the spectrum from operator training to systems administrator and maintenance technician training. Approved GCCS-M courses are summarized in Table I-3, below.  A more detailed course description, including course pipelines, can be viewed by clicking on the each course title.

Table I-3. Follow-On Classroom Training Summary
(NOTE: A more detailed course description of each course can be obtained by clicking on the course title.)

The following table (I-4) is a sample training matrix format for use in tracking proficiency of
individuals within the battle group:

Table I-4. Sample Training Matrix Format

h. Team Training. Team training on GCCS systems is normally conducted by the Afloat Training Groups (ATG’s) of the Atlantic and Pacific Fleets. For the ATG’s to carry out this function they must be manned with individuals who are experienced in the operation of the functional components of GCCS and GCCS-M.

i. Industrial Training. There is no requirement for industrial training.

j. Cryptologic Classroom Training. Training for Operator, Watch Officer and Maintenance personnel assigned to afloat cryptologic facilities and requiring knowledge of GCCS will receive their GCCS-M training as part of the training pipeline for their afloat assignment. Although GCCS-M Operator Course (CIN: J-221-2311) makes up part of the pipelines for NECs CT-9124, CT-9125, CT-9130 and CT-9131, these courses are taught Naval Technical Training Center (NTTC), Pensacola, FL, at a secure facility and these billets are tracked by the final NEC assigned, rather than by the OS-0342 NEC which awarded by completion of the GCCS-M Operator course.

Borrowing from the GCCS-M program, fleet cryptologic systems have adopted TAC series computers as the open architecture processing path and NT-based machines as IT21 is implemented across the fleet. The standardization of Ships Signal Exploitation Space (SSES) configuration throughout the fleet, coupled with a required reduction in NEC codes, presents an opportunity for the cryptologic community to streamline personnel, administration, and training. As system commonality increases, the ability to decrease existing operator and maintenance NECs becomes possible. A larger detailable pool and greater selection of available billets enhance detailing flexibility. For the training community, the reduction in NECs has had an equally profound impact. The Direct Support (DIRSUP) and Fleet Cryptologic Systems Maintenance (FCSM) pipelines provide NEC producing core training to support fleet billets and multi-strand NEC producing courses. Collapsing the many different training pipelines is saving training time, reducing instructor requirements, and lowering overall pipeline training. The NTP E-70-9493A draft of 15 April 1998 provides Naval Electronic Surveillance Systems (NECSS) (PMW 163) specific guidelines on Navy cryptologic training issues.

GCCS-M maintenance, specifically SSEE II maintenance, is included within the curriculum for the Fleet Cryptologic Systems Maintenance course. Figure I-31, I-31a, I-32 and I-33 below show the detailed cryptologic pipelines. They are included here for reference purposes only. Detailed information about these pipelines is included in the Afloat Cryptologic Systems NTSP.

Figure I-31 Surface Cryptologic System Supervisor Pipeline

Cryptologic Operator

* OUTBOARD Operator includes COBLU revisions

Figure I-31a

TACINTEL Operator/Supervisor Pipeline

Figure I-32

Surface Cryptologic System Supervisor Pipeline

Figure I-33

Surface Cryptologic Division Officer Pipeline

k. Submarine Training. Training for GCCS-M submarine variants will be accomplished within existing submarine training pipelines. GCCS-M curricula is provided to the submarine community where it is broken down into modules. These modules are inserted in the appropriate places in various training pipelines for submarine operators, maintainers and officers. Table I-5, below, lists the specific type of training and the course in which it is offered for all submarine personnel that receive GCCS-M training. Submarine Fire Control Technicians (FTs) are the principal operators, system administrators, and maintenance technicians for GCCS-M aboard submarines. Their training pipeline will include a modified version of the GCCS-M TAC-N Maintenance Course, the Tactical Advanced Computer Systems Combined Maintenance Course (CIN: A-113-0107), as a stand alone course. GCCS-M operator training will be integrated as a two week module into the SSN FT Basic Operator Course (CIN: A-110-0157).

Table I-5  GCCS-M Submarine Training Requirements

In general, junior FTs will perform the operator and maintainer roles. Senior FTs will be the System Administrators, receiving training within the Master Fire control Technician Course (CIN: A-113-0160). Figures I-31, I-31a and I-31 below, provide generic diagrams of the three-tiered  FT training pipeline. All data relating to submarine manpower and training is provided for information purposes only. This data is not used for any of the billet requirements or annual training input requirement calculations in following sections of this NTSP. Detailed planning data for submarine training is contained in the NTP for each submarine training pipeline.

Figure I-34

Submarine FT Pipeline

Figure I-34a

Submarine FT Journeyman Pipeline

Figure I-34b

Submarine FT Master Pipeline

5. Foreign, Other Service, Civilian Training.

a. Foreign Military Sales (FMS). The governments of Australia, Canada, France, Japan, The Netherlands, Germany, Italy, New Zealand, United Kingdom and Spain have entered into agreements with the United States (U.S.) government to purchase FMS JMCIS/GCCS-M variants. The countries of Canada, The Netherlands and Korea have JMCIS/GCCS-M course requirements and the United Kingdom, Australia, Japan and Korea have OBU/OED training requirements for FY 98. For GCCS-M, there will be no courses offered to foreign countries until releasable courses have been developed. Table I-6, below, lists the identified training requirements for countries which have OBU/OED sites.

Table I-6  Training Requirements for Countries with OBU/OED Sites

 

b. Other Service Training. All of the services are responsible for developing a GCCS COP Core course based upon the Navy GCCS COP Core curriculum by FY 00. After FY 00 twenty (20) billets per year have been provisionally allocated to the other services.

6. Reserve Training. Just as today’s rapid technology "refresh rate" mandates a reconsideration of the way we train active duty personnel, it is also necessary to consider the training requirements of the reserve force and how best to address these requirements. Time constraints imposed by the nature of reserve duty have traditionally prevented reserve personnel from attending lengthy schoolhouse training courses. In large part reserve commands have historically depended upon personnel transitioning from active service bringing current knowledge and skills to the unit.

Maintaining core GCCS-M competencies within the reserve force will require development of a new reserve training paradigm as the rapid pace of technology "refresh" negates the one-time advantage of active duty experience for reserve C4I watch standers. Ultimately on-site computer based training products will be the primary training vehicle for reserve personnel at their mobilization site. Until those computer-based products have been fully introduced the Naval Reserve Force, Training and Administration of Reserve (TAR) personnel assigned to these units will undergo GCCS-M training upon new variant installation and reserve personnel assigned to these ships will receive on-the-job training (OJT) from GCCS-qualified personnel. Units which cannot rely upon a base of trained TAR personnel to provide OJT and operational competence, in particular reserve TAC/MOBILE units, may have reserve personnel who will not be trained in GCCS-M.

Reserve MAST units receive installation training at the time of new variant installation. The schedule of MAST installations is maintained at the Tactical/Mobile installation web page. 

Follow-on training requirements were initially estimated at 15 GCCS-M Operator (J-221-2311) billets per year; however these billets have not historically been filled.

Reserve Patrol Wing Atlantic Mobile Operations Control Center (MOCC), Willow Grove, PA, provides limited classroom instruction tailored to provide reserve force personnel assigned to TSC / MOCC duties with the best training possible. Course details are shown in Figure I-35, TSC/MOCC Watch Officer Course and Figure I-36 TSC/MOCC OPCON Course. More information on the training held at MOCC Willow Grove website can be accessed at: the Naval Air Reserve ASW Training Center web page.

7. Joint Service and GCCS Training. GCCS is the DoD’s integrated C4I system, supporting all aspects of C4I from deployment planning to battlefield execution. Driven by the need to develop a replacement for the World Wide Military Command and Control System (WWMCCS), the then-Assistant Secretary of Defense for Command, Control, Communications, and Intelligence conceptualized a system which would provide real-time battlefield awareness from the foxhole to the National Command Authority (NCA). With core functions including crisis planning, force deployment status, air operations, intelligence and narrative information, GCCS integrates differing mission applications to support interoperability at all levels of command.

While GCCS was conceptualized as a replacement for WWMCCS, it is intended to encompass much more than WWMCCS. A major portion of the initial GCCS applications environment migrated from the Joint Operation Planning and Execution System (JOPES), Global Status of Resources and Training System (GSORTS), Global Reconnaissance Information System (GRIS), and the Modernized Integrated Database (MIDB) – much like the initial GCCS-M applications environment is migrating from JMCIS’98. Additional systems migrating to form the GCCS core are the Global Transportation Network (GTN), Contingency Theater Automated Planning System (CTAPS) and the Theater Automated C2 Information Management System. The GCCS core is being developed to address six mission areas – Operations, Mobilization, Deployment, Employment, Sustainment and Intelligence – to provide a single access point for Time-Phased Force Deployment Data (TPFDD).

Currently GCCS furnishes improved information processing support to combat commanders, the services, and defense agencies. The system is aimed at providing a fused, real-time, true representation of the battle space -- in essence, to allow commanders to analyze a threat and get instant answers to logistics, readiness, and intelligence questions for planning, coordinating, and launching a joint military response.

At present services are responsible for procurement and installation of DII COE compliant hardware and for the development of application segments that are service specific, such as those that are uniquely maritime (Navy, Coast Guard and Marine Corps). GCCS-M will consist of set of segments, riding on the DII COE, that are appropriate for the maritime user in afloat, ashore or tactical/mobile sites. Services are also responsible for the development and implementation of training system plans to support of GCCS and the service-specific applications developed.

GCCS is envisaged as more than an umbrella guiding the evolution of the Common Operating Environment and ensuring that applications are interoperable as they are developed by the services. As each service migrates more applications to the GCCS environment and interoperability increases, mutual functionalities will be leveraged between services; these common functionalities will form the "core" of GCCS. Initially the applications which currently reside in the "joint" sphere, such as CTAPS/TBMCS, will migrate to form the core applications environment. The intersection of mutual functionalities will form the Common Operating Picture (COP), a vision of the battle space which will be shared among the services and upon which service- and mission-specific applications will ride.

GCCS applications/functionalities which support service-specific requirements are differentiated from the COP and are designated GCCS "strands."

The Air Force has been designated as the GCCS Single Service Training Manager (SSTM) and has assigned the Air Education and Training Command (AETC) functional responsibility. Located at Keesler Air Force Base, Mississippi, AETC manages resources for GCCS technical training, including system, network, database administration, operating systems, and user training operations. Fixed classroom sites, mobile training teams, and documentation are available at the SSTM web page.

The Joint Operation Planning and Execution System (JOPES) Training Organization (JTO) located at USTRANSCOM, Scott Air Force Base, IL, provides functional training on mission applications which are migrating from JOPES to the GCCS environment. The SSTM and JTO are working in conjunction to maintain and define the Common Operating Environment (COE) during the evolution of GCCS and the supporting service-specific variants.

Technical training activities are coordinated through the SSTM and JTO, both of which are supported by military, DOD civilian and contractor trainers. Using a "train the trainer" approach, a cadre of personnel from each GCCS site receive formal training and then return to their sites around the globe to train additional personnel. This approach ensures an efficient, timely distribution of GCCS knowledge in harmony with rapid GCCS integration efforts.

This division of responsibilities is shown graphically in Figure I-37, below, with core courses shown as purple rings and strand courses shown as arrows leading back to the unique features of each service. The center ring is the GCCS COP, which will be common for all service personnel; emanating from this core are service-specific "strands."

Figure I-37 Division of Responsibilities

Common Functionality Based
on Migration and Integration

GCCS provides a core of functionality that...

a. Common Operating Picture (COP) Core and Strand. The planned GCCS courses detailed in Figure I-38 Joint GCCS COP Core Course and Pipeline and Figure I-39 Notional GCCS-M Strand Course and Pipeline will form the basis of both the GCCS and GCCS-M training pipelines. The GCCS-M Strand course is being developed to build upon the foundation of the GCCS COP course and to provide training to meet unique Navy requirements.

b. Contingency Tactical Air Planning System (CTAPS) / Theater Battle Management Core System (TBMCS). CTAPS is due to be replaced by TBMCS in the first quarter of FY 99 to facilitate migration to the GCCS Core. CTAPS/TBMCS courses provide focused training for individuals assigned to an Air Operations Center (AOC), Joint organization, or closely related facility. CTAPS training courses are detailed in Figure I-40 ACC CTAPS Operator/Technician Course and Figure I-41 Theater Battle Management Systems Administration Course, and Figure I-42 ACC Joint Air Operations Staff Course.

(1). Joint Forces Air Component Commander (JFACC) Related Courses. As previously indicated, applications which currently lie within the joint sphere will migrate to the GCCS core. The migration of theater C2 systems into GCCS is a basic tenet of the global concept: preventing duplication of effort and promoting interoperability. Figure I-43 Joint Doctrine Air Campaign Course and Figure I-44 Battle Group Intermediate Team Training display information pertaining to joint officer training courses which have traditionally been considered useful in supporting interoperability during battle group operations, but for which there are not defined personnel training requirements.  Tables I-7 through I-26 reference suggested personnel training requirements for these courses.

(2). JFACC Training Requirements by Activity Type. Tables I-7 through I-26, accessed by clicking on the table titles below, were originally developed by the CTAPS Manpower Working Group and have been reviewed by the Fleet CINCs to determine viability of the billet requirements and are included here for completeness.

Table I-7 Aircraft Carrier Battle Group Commander's Staffs

Table I-8 Aircraft Carriers

Table I-9 Air Warfare Commanders

Table I-10 Destroyer Squadrons

Table I-11 Aircraft Carrier Air Wing Staffs

Table I-12 Aircraft Carrier Air Wing Squadron Personnel

Table I-13 Amphibious Squadron Staffs

Table I-14 Amphibious Assault Ships and Amphibious Command Ships

Table I-15 Commander Second Fleet's Staff

Table I-16 Numbered Fleet Commanders' Staffs

Table I-17 Marine Air Wings

Table I-18 Navy Strike Warfare Center

Table I-19 FWWSs

Table I-20 Surface Warfare Officer School

Table I-21 Commander Aircraft Carrier Groups One and Four Staffs

Table I-22 MAWTS-1

Table I-23 Navy/Marine Corps Intelligence Training Center / Fleet Intelligence Training Center Pacific

Table I-24 NDC and Chief of Naval Operations Staff

Table I-25 Flyaway Augmentees

Table I-26 Other Navy Users

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